Thursday, December 4, 2014

Language Assessment - Topic 1: Overview of Assessment: Context, Issues &Trends
























17 comments :

  1. Online Task 1:
    Put in a timeline the changing trends of language assessment in the Malaysian context for primary ESL classroom according to your creativity.

    ReplyDelete
    Replies
    1. 1940s & 1950s
      *contrastive analysis
      *specific linguistic elements

      1970s & 1980s
      *communicative theories
      *more integrative view of testing

      1990s - 2010
      *measure lg proficiency ; 'W'H Questions
      *on what topic ? @ what effect ?

      2011 - 2016
      * ongoing assessment
      * concerned authenticity of task
      *learners-centred
      *higher content validity

      Delete
    2. 1970
      •common content syllabus that employed a common content methodology and materials
      •summative assessment

      post 1970
      •structural situational syllabus was used
      •task oriented situational approach was used in English language syllabus

      1983
      •implementation of KBSR introduced
      •acquisition of 3rs Basic Reading, writing, Arithmetic
      •Summative assessment, oral assessment

      2011
      •introduction of KSSR syllabus
      •focused on thematic and language skills
      •assess all components of language
      •formative and summative assessment

      Ganesan Veerappan
      PPG Tesl
      Sem 6

      Delete
  2. The ppt slides are obtained from http://communicative.weebly.com/tsl3112-language-assessment-module.html

    ReplyDelete
  3. Put in a timeline the changing trends of language assessment in the Malaysian context for primary ESL classroom according to your creativity.
    Pre-Independece – Examinations were conducted according to the need of school or base on overseas examinations.----------------------------------------------------------------------------------------------------------------Implementation of the Razak Report (1956) – birth of National Education Policy – creation of Examination Syndicate (LP) – Conducted examination such as MSSEE and LCE ----------------------------------------------------------------------------------------------------------------------------------------------- Implementation of the Rahman Talib Report (1960) – extend schooling age – automatic promotions – entry elective subject in LCE and SRP – Introduction of Standard 5 Evaluation Examination – Introduction of Vocational Education Examination ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ Implementation of the Cabinet Report (1979) – KBSR-KBSM- Adjustments on examination-------------------------------------------------------------------------------------------------------------------------------------------------------------- Implementation of Malaysia Education Blueprint (2013-2025) – School Based Assessment – Emphasis on high order thinking skills questions.


    Mohd Nizam Mohamed
    PPG TESL SEM6 2015

    ReplyDelete
  4. CHANGING TREND OF LANGUAGE ASSESSMENT IN MALAYSIA

    1940 - 1950
    (An era of behaviourism and special attention to contrastive analysis, language tests focused on specific linguistic elements)

    1970 - 1980
    (Communicative theories of language brought with them a more integrative view of testing / Test consisted of grammar and vocabulary items in MCQ)

    The mid-1980s
    (Focus on designing communicative language testing tasks)

    Performance-Based Assessment
    (Test-takers are measured in the act of speaking, requesting, responding, or in combining listening and speaking, and in integrating reading and writing)

    1982
    (Kurikulum Bersepadu Sekolah Rendah - KBSR)

    1988
    (Ujian Pencapaian Sekolah Rendah - UPSR)

    2003
    (The School-based Assessment of Oral Skills focus on the Bahasa Malaysia and English languages)

    2004
    (Assessment on bilingual proficiency)

    2008
    (All assessment instruments for grades 6 public examinations (UPSR) for Mathematics and Science subjects would be in English for all national primary schools)

    2011
    (KSSR is the new system introduced by the Ministry of Education)

    Uma Mageswari D/O Balakrishnan
    PPG TESL
    Sem 6
    2015

    ReplyDelete
  5. ÿ Pre-Independence
    ÿ Razak Report
    ÿ RahmanTalib Report
    ÿ Cabinet Report
    ÿ Malaysia Education Blueprint (2013-2025)

    ReplyDelete
  6. 1950s - specific linguistic elements
    1980s - communicative theories (MCQ)
    1980s and 1990s KBSR (UPSR)
    2011 - present - KSSR (Summative and Formative)

    ReplyDelete
  7. 1940s - specific linguistic elements ( subjective)
    1970s - summative ( writing )
    1980s - communication ( aural and oral part )
    1980s and 1990s KBSR (UPSR)
    2011 -> till now - KSSR (Summative and Formative)

    ReplyDelete
  8. 1982
    (Kurikulum Bersepadu Sekolah Rendah - KBSR)

    1988
    (Ujian Pencapaian Sekolah Rendah - UPSR)

    2003
    (The School-based Assessment of Oral Skills focus on the Bahasa Malaysia and English languages)

    2004
    (Assessment on bilingual proficiency)

    2008
    (All assessment instruments for grades 6 public examinations (UPSR) for Mathematics and Science subjects would be in English for all national primary schools)

    2011
    (KSSR is the new system introduced by the Ministry of Education)

    FAERAWATI BT YUSOF@RAMLI
    PPG TESL Ambilan Khas

    ReplyDelete
  9. Changing Trend of Language Assessment in Malaysia

    1940s - Specific Linguistic Elements {Subjective}

    1950s - Specific Linguistic Elements

    1970s - Summative {Writing}

    1980s - Communicative Theories {MCQ}

    1980s and 1990s - KBSR {UPSR}

    2011 - until now 2015 - KSSR {Summative and Formative}

    Wan Radziah Wan Ibrahim
    PPG TESL Special Intake

    ReplyDelete

  10. Smith (2001) stated that assessment is the set of processes through which inferences are made about learner’s learning process, skills, knowledge and achievements.
    The New Primary School Curriculum (KBSR) was introduced in the year 1982 and the Integrated Secondary School Curriculum (KBSM) in 1988.
    1990s and the beginning of 2000: School-based assessment (SBA) is a process of monitoring, evaluating and implementing plans to address perceived weaknesses and strengths of the school.
    This English examination paper formerly known as English 122/322 was upgraded to English 1119 in the year 1995. The English 1119 syllabus is based on the O-Level syllabus set by the Cambridge Examination Syndicate in England. English for two different examinations namely Sijil Pelajaran Malaysia (SPM) or the Malaysian Certificate of Education and Overseas Examination Certificate. Students were tested on reading, writing and speaking (oral assessment) which is a more comprehensive way of gauging their language proficiency.
    In 1998, the Ministry of Education introduced the Malaysian University English Test (MUET) for all pre-university and Form Six students. The four skills tested in MUET are listening, speaking, reading and writing.
    In 2001, the literature component was introduced to inculcate reading habits as well as creative and critical thinking skills in the students. Poems, shorts stories and novels are part of the syllabus to get students accustomed to different values and cultures.
    KSSR is the new system introduced by the Ministry of Education in 2011. Focused on thematic and language skills, assess all components of language, formative and summative assessment.

    Maria binti Zainal
    PPG Tesl
    Semester 6

    ReplyDelete
  11. The learning context is the Malaysian secondary school ESL classroom. This study embarks on a case study which is descriptive in nature and the focus is on a natural setting which is the classroom. It is interested in the meanings, perspectives and understanding by investigating the use of portfolio as an assessment tool by the ESL teachers. The primary data for this study is interviews conducted on nine selected ESL teachers. The research question addressed at this juncture was: 1. How does ESL teachers use portfolio as an assessment tool in the classroom?In this study, ESL teachers who were familiar with portfolio assessment were the teachers who had experienced the process of assessment specifically to track students’ learning in the classroom. Participants were purposefully selected through “snowball” or “chain” sampling (Patton, 1990). This approach “identifies cases of interest from people who know, that cases are information rich, that is, good examples for study, good interview subjects” (Patton, 1990, p. 182). For this study, a snowballing sampling technique was employed to choose a sample. This technique was seen most suitable because the researcher could not determine which teachers have had carry out portfolio assessment. The snowballing sampling technique involves asking a participant to refer the researcher to other participants (Merriam, 1998).
    Student Self-assessment The teachers divulged that there were two core features of a portfolio assessment student self-assessment and student self-reflection. A portfolio assessment would be incomplete without these two features. The teachers’ interview data revealed that student self-assessment helped teachers to understand the problems students faced in learning English. The self-assessment is designed based on the learning objectives that had to be achieved by each and every student in the class. So, when students submit their self-assessment form to their teachers, teachers were able to track the problems students faced in learning. This opportunity supported teachers in terms of understanding the weaknesses of their students and allowed teachers to be resourceful and creative in assisting weak learners. For example, as in the case of Teacher A, she shared that via student self-assessment form, she was able to come up with two different kinds of activities for her students. She mentioned that student self-assessment allowed her to scrutinize student progress in learning and at the same time she was able to divide students into two groups; group A (weak students) and group B (good students) where she would prepare extra activities to helped them improve their learning. The chart below indicates that how (Teacher I) identifies good and weak students through portfolio assessment which she felt was useful for her to improve teaching and learning process in the classroom.

    ReplyDelete
  12. in the assessment some changes are made.there are
    pre indenpent -focus on overseas assessment where the question are from there.
    in 60 -70 more on writing assessment (summative) and linguistic
    in 80s - 90 s the changes in curriculum where KBSR AND KBSM , The assessment of penilaian darjah 5 changes to UPSR and taken in year 6 not in year 5.SRP to PMR where it more linean so that pupils can go to form 4.
    now in 2000 some changes where KSSR in currriculum replaced the KBSR and KBSM..SBA ( school based asseessment ) in exam where more focus on pupils ability...PT 3 replaced PMR ..no heavy exam but more to pupils assessment.

    ReplyDelete
  13. Changing Trend of Language Assessment in Malaysia

    1940s - Specific Linguistic Elements {Subjective}

    1950s - Specific Linguistic Elements

    1970s - Summative {Writing}

    1980s - Communicative Theories {MCQ}

    1980s and 1990s - KBSR {UPSR}

    2011 - until now 2015 - KSSR / PBS/ LINUS {Summative and Formative}

    ReplyDelete
  14. Changing Trend of Language Assessment in Malaysia

    1940s - Specific Linguistic Elements {Subjective}

    1950s - Specific Linguistic Elements

    1970s - Summative {Writing}

    1980s - Communicative Theories {MCQ}

    1980s and 1990s - KBSR {UPSR}

    2011 - until now 2015 - KSSR / PBS/ LINUS {Summative and Formative}

    ReplyDelete
  15. The learning context is the Malaysian secondary school ESL classroom. This study embarks on a case study which is descriptive in nature and the focus is on a natural setting which is the classroom. It is interested in the meanings, perspectives and understanding by investigating the use of portfolio as an assessment tool by the ESL teachers. The primary data for this study is interviews conducted on nine selected ESL teachers. The research question addressed at this juncture was: 1. How does ESL teachers use portfolio as an assessment tool in the classroom?In this study, ESL teachers who were familiar with portfolio assessment were the teachers who had experienced the process of assessment specifically to track students’ learning in the classroom. Participants were purposefully selected through “snowball” or “chain” sampling (Patton, 1990). This approach “identifies cases of interest from people who know, that cases are information rich, that is, good examples for study, good interview subjects” (Patton, 1990, p. 182). For this study, a snowballing sampling technique was employed to choose a sample. This technique was seen most suitable because the researcher could not determine which teachers have had carry out portfolio assessment. The snowballing sampling technique involves asking a participant to refer the researcher to other participants (Merriam, 1998).
    Student Self-assessment The teachers divulged that there were two core features of a portfolio assessment student self-assessment and student self-reflection. A portfolio assessment would be incomplete without these two features. The teachers’ interview data revealed that student self-assessment helped teachers to understand the problems students faced in learning English. The self-assessment is designed based on the learning objectives that had to be achieved by each and every student in the class. So, when students submit their self-assessment form to their teachers, teachers were able to track the problems students faced in learning. This opportunity supported teachers in terms of understanding the weaknesses of their students and allowed teachers to be resourceful and creative in assisting weak learners. For example, as in the case of Teacher A, she shared that via student self-assessment form, she was able to come up with two different kinds of activities for her students. She mentioned that student self-assessment allowed her to scrutinize student progress in learning and at the same time she was able to divide students into two groups; group A (weak students) and group B (good students) where she would prepare extra activities to helped them improve their learning. The chart below indicates that how (Teacher I) identifies good and weak students through portfolio assessment which she felt was useful for her to improve teaching and learning process in the classroom.

    ReplyDelete